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REPORT 



ORGANIZATION OF A HIGH SCHOOL 



GIRLS 



AND SEMINARY FOR FEMALE TEACHERS. 







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REPORT 



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ORGANIZATION OF A HIGH SCHOOL 



GIRLS 



AND SEMINARY FOR FEMALE TEACHERS. 




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REPORT. 



TO THE COMMITTEE OF CONTROLLERS OF THE 

PUBLIC SCHOOLS, ON THE HIGH SCHOOL FOR GIRLS. 



Philadelphia, October 5, 1840. 
Gentlemen : 

In compliance with the request of the Committee, I submit to 
them a plan for a High School for Girls, and of a Seminary for 
F'T.-.iale Teachers, to be attached to the present Model School, and 
intended to carry out more fully, than is now done, the directions of 
the Act of the Assembly in reference to that School. 

The plans are founded upon the general principles heretofore sub- 
mitted to the Controllers, with modifications calculated to suit them 
to the sex for which the school is designed. I have endeavoured to 
adapt the High School for girls, to the probable pursuits of the 
pupils in after life, and especially to furnish a basis for the Semi- 
nary, for training female teachers for our public schools. 

The plan is purposely extended so as to include all the branches 
which appear to me suitable for an English High School for Girls, 
in order that any partial organization which may be determined 
upon, may conform to a general design. 

ADMISSION. 

The pupils of the High School for Girls, should be admitted on 
examination, from the other public schools, the number to be admit- 
ted at each examination, being previously determined by the Com- 
mittee having charge of the school, and the candidates who pass the 
best examination, having the preference. 

To be admitted, the candidates should be twelve years of age ; 
have passed at least six months in regular attendance upon one of 
the public schools, and show satisfactory attainments in reading. 



writing, (including orthography,) arithmetic, to the rule of three 
inclusive, grammar and geography. One examination should be 
held each half year at the close of the term. Half yearly examina- 
tions have several advantages ; — they tend to diminish the disposi- 
tion on the part of pupils in the public schools, to apply for admis- 
sion into the High School before they are duly prepared ; to 
diminish the bad effects of erroneous decisions in regard to the 
claims of candidates for admission ; and to make the exchange of 
pupils from class to class, in the school, more easy. With a further 
view to correct errors in admitting pupils not properly qualified, I 
would propose that for the first six months, those admitted, should 
be on probation ; the parents to withdraw them, if found deficient 
in preparation or in maturity of mind, and their places to be returned 
to them, if desired, in the jiublic school from which they came. 
The details of the manner and time of conducting these examina- 
tions, and the notices of their occurrence, might be left with the 
Principal of the school. 

COURSE OF sTuny. 

The course of study might very properly be completed in four 
years, so that a pupil who entered at twelve, the lowest possible 
age for admission, and passed through the classes, regularly, would 
leave the school, or enter the seminary for teachers, at sixteen. 
Corresponding to these four years, should be four classes, or divi- 
sions, and a pupil, who from negligence was found, for three conse- 
cutive examinations in the lowest division, should be withdrawn by 
her parents, as this would prove that she did not appreciate the 
advantages of the school, or was too indolent to profit by them. 
The places in this school should be held up as rewards for exertion, 
and thus would serve as powerful incentives to study, in the public 
schools. 

The following list comprises the studies proposed. I do not, at 
present, recommend the introduction of any foreign language into the 
school. 

1. English Grammar, Reading, Composition, Etymological Ex- 
ercises, Course of Reading. 

2. Geography, to be taught chiefly from maps and globes, and by 
oral lessons. 



The manners and customs, the natural and artificial produc- 
tions, etc., of various countries should be described, and the course 
should be made an extension, and not a repetition of that of the 
secondary schools. 

3. History and Biography. 

This course should comprise the History of the United States, of 
Pennsylvania, of England, France, and Germany. The general 
history of Europe, by periods. The History of the World. The 
Biographies of eminent Men, of ancient and modern times. 

4. Rhetoric and Logic. 

These four courses would require, ultimatel}-, the services of a 
professor, with an assistant ; but in the beginning of the school, 
might be under the charge of the Principal, with an assistant. The 
studies of Rhetoric and Logic, might be eventually retained in this 
connection, or transferred to the next department to be mentioned. 
In general, I would observe, that where several kindred branches 
are to be taught, the distribution of them may be advantageously 
made to depend upon the particular talent at the service of the 
school. The amount of time and attention required for the disci- 
pline of this school will be much less than in a boys' school of the 
same number of pupils ; and hence the Principal may, very well, 
until his services are required in the seminary for teachers, be 
actively employed as an instructor. His duties should, however, 
be carefully limited to an amount consistent with a regular superin- 
tendence of the whole of the branches of instruction, and an accu- 
rate knowledge of the character and progress of the individual 
pupils. 

5. Elementary Lessons upon Morals. Moral and Mental Philo- 
sophy. 

6. Constitution of the United States, and of Pennsylvania. 
General Principles of Political Economy. 

These studies might be conveniently united, and taught either by 
an instructor from one of the other departments, or by one who 
should merely give the number of lessons required for this course. 
It is important to mingle oral instruction with that from books ; and 
this department affords facilities for cultivating the habit of collect- 
ing and expressing the ideas given in a lecture or discourse. These 
moral lessons, are a good basis for the private advice and admoni- 
tion of the Principal ; they serve to establish, theoretically, the pro- 



per relations between the pupil and teacher, which it is important 
to have acted upon in a school, and to imbue the youthful mind 
with good principles. 

7. Arithmetic. Review of the Ground Rules, Higher Arithmetic. 

8. Algebra, First Lessons, and a Complete Course. 

9. Elements of Geometry and Trigonometry. 

10. Perspective Shades and Shadows. 

11. Lessons on common Objects of Nature and Art. 

12. Elements of Natural Philosophy, Elementary Astronomy. 

13. Elementary Chemistry. 

14. Elements of Natural History, including Human and Compa- 
rative Anatomy, Application to the precepts of Health and to the 
evidences of Design, etc. 

The Mathematics might be taught by a Professor, with an assist- 
ant, and the Natural Philosophy and Chemistry by a Professor, 
each Professor instructing in the corresponding branches in the 
seminary for teachers ; or both departments might be put into the 
hands of the same Professor, with two assistants. It would, in 
general, I think, be more advantageous to secure the services of a 
gentleman of high talents and standing, for the united departments, 
than to divide the courses and the emoluments; but a just decision 
in any particular case must depend upon the kind of talent at the 
disposal of the Board. Natural Philosophy ought to be one of the 
most useful, as well as popular, branches in schools of this grade. 
The lessons on Natural History should be oral, and to be useful the 
subject must be illustrated by carefully prepared diagrams and spe- 
cimens ; the instruction might be given by a lecturer, who should 
visit the school, or whose class-room, the pupils should attend at 
stated times. 

15. Drawing. Practice of straight and curved lines with the 
pencil. Drawing of heads and other objects from models either 
engraved or in relief. Ornamental Drawing. 

16. Writing. 

These departments might be taught as in the High School for 
boys, by a Professor occasionally visiting the school. 

17. Vocal Music. 

18. Female Work. Lessons on Housewifery. 



There are several grounds upon which I would recommend the 
introduction of Vocal Music. First, as a part of physical education, 
calculated to strengthen the lungs, throat, etc., and to give flexibility 
to the organs of voice. Second ; on account of its moral influence 
in the school from the effects of harmony and the associations of the 
feelings produced by it with the sentiments conveyed in appropri- 
ately selected words. Third ; from the tendency out of school to 
substitute proper for improper songs. Singing will be practised, 
whether taught at school or not ; and it is important to improve the 
taste beyond ihe point at which vulgar melodies, and coarse words, 
will give pleasure. This, and the next branch, should be consi- 
dered as merely supplementary, and not be allowed to interfere 
with other occupations. The hours spent at school may very well 
be extended so as to afford sufficient time for these exercises, since, 
if the severer studies are properly separated by intervals of recrea. 
tion or by instruction in part of a mechanical character, there need 
be no fear of overtasking either the mind or body of the pupils. As 
it is believed that there are parents who, from conscientious motives, 
would prefer that their children should not join in the musical exer- 
cises, they should take place, at such times, as will enable any 
pupil to retire, without interfering with her progress in other 
branches. The same spirit of universal toleration in regard to reli- 
gious opinions, which has already led to permitting some pupils in 
the public schools to be absent, if required, from the introductory 
reading of the Scriptures, should be applied to conscientious scru- 
ples in general. 

The instruction in female work and housewifery might be given, 
no doubt, by one of the female assistants. 

The superintendence of the courses should be vested in a Princi- 
pal, to serve as the immediate organ of the Committee in the school, 
and to report, minutely, in relation to the progress of the establish- 
ment, at least once during the year. While he would be expected 
to make suggestions to the teachers, and report, statedly, or when 
called upon by the Committee to do so, the general responsibility 
for the character of the instruction would, of course, rest with the 
individual Professors. 

The Professors and assistants should meet, statedly, as a Board, 
to exchange views in relation to instruction and discipline, and to 



8 

inform the Principal, and each other, in reference to the progress 
and character of individuals, in their several departments. 

The details of the course of studies, the text books to be 
used, and the distribution of lime, had better be left for arrange- 
ment, subsequent to the organization of the school between the Pro- 
fessors, the Inspector, and the Committee. 

The Professors must, in general, be responsible for the methods 
of instruction. The Inspector or Principal may, and should advise, 
but unless a teacher is imbued with the spirit of the method recom- 
mended to him, it will necessarily fail in his hand's. It may be 
observed, however, that the simultaneous method of instruction 
ought not to be wholly exchanged for the individual method in the 
lower classes of the school ; but that a mixed method is adapted to 
the age and progress of the pupils. Instruction may thus be given 
to a greater number of pupils than by the individual method, and ther 
number of teachers required for the school, will be stated hereafter, 
on the supposition, that it is adopted. The higher studies abso- 
lutely require individual instruction, and the numbers of the classes 
should be proportioned accordingly. Oral instruction should, by 
all means, be mingled with that from books. It is not unfrequently 
the case, tliat the teacher relies too much upon his book, and too 
little upon himself. While mere oral instruction is apt to lead to 
superficial habits of mind, a due admixture of it, has the happiiest 
efiect; it is calculated to interest the pupil, to enliven his more 
severe studies, and to excite his mental powers by a display of those 
of his instructor. Marks for recitation, and places in the class, pro- 
vided they are employed in the right spirit, will be useful. Self- 
emulation, and a desire to obtain the esteem of teachers and com- 
panions, and to add to the reputation with which the pupil is asso- 
ciated, and of the school, are much more noble motives than mere 
rivalry for place ; but emulation in youth, when not unduly excited, 
is usually a generous feeling. 

Besides securing a due attention by the pupils to their studies, in 
school, it is highly important to train them to habits of study at 
home, gradually giving them the power of self-education. To effect 
this, a considerable part of the study required to prepare the lessons 
of each day, should, in the lower classes, take place under the eye 
of the instructor ; and the time spent in each study and class-room, 



should then be gradually diminished, until, in the upper classes, 
only the time necessary to recite lessons, previously learned, is 
spent in the several class-rooms. Those members of the upper 
classes in this school who from their character, attainments, or 
inclination, might become successful teachers, should be tried as 
monitors in the upper classes, under the eye of a teacher, and if 
the results are favourable, be recommended to enter the teachers' 
department. 

DISCIPLINE. 

This should rest mainly with the Principal of the school, each 
teacher hfr g, howevv-r, responsible for due order in the class 
room. The Principal sh luld be selected in reference to his power 
of adapting the character of personal discipline to the peculiar con- 
stitution of the sex of his pupils. In cases of a grave character, he 
should consult the Inspector or the Board of Masters, at their regu- 
lar or other meetings. He should have the power of suspending a 
pupil from attendance at school, for a period not exceeding a month; 
and should present cases requiring, in his judgment, or that of the 
Board of Professors, a more severe punishment, to the Committee 
on the School. In the absence of the Piincipal, tlie senior Profes- 
sor, present, should be responsible for the order of the school, and 
that the instructions of the Principal, are duly followed. 

The authority of the teacher being a portion of that of the parent, 
and delegated for the time being to him, the parental relation should, 
as far as possible, exist in a school. This relation should form the 
basis of moral discipline, and in proportion as it is recognised by 
both teacher and pupil, the task of each is lightened. This princi- 
ple is of easy application in a female school. When rightly applied, 
it no more leads to loose discipline, than does the exercise of a 
kindly affection in the family relations. The necessity of a rigid 
adherence to the rules enacted for the general welfare, is easily seen 
by a child, even before reaching the age of a pupil in the High 
School. 

The strictest discipline is, in my opinion, consistent with kind- 
ness of feeling and mildness of action. Punishments are, no doubt, 
necessary in a school ; and the good sense of a community of young 
people recognisee, at once, when punishment is applied as a means 

3 



10 

of correcting bad habits and propensities ; "or when administered 
in the spirit of revenge. A system of special marks for offences, 
may be adopted, to make the Principal acquainted with the character 
of the delinquencies in the different rooms. As in the case of good 
marks for study, they should be considered as a means, and not as 
an end. An accumulation of them should lead to admonitions of a 
more or less severe character, by the Professor or by the Principal, 
to suspension, and as a final result, to removal from the school. 
It is probable that delinquencies requiring, at once, severe punish- 
ment, will very rarely occur. 

In order to avoid going too much into particulars, the system of 
the High School for Boys, might be referred to, as to be pursued 
when applicable to this school. The measures now in course of trial 
there, m,ay, in general, when matured, be transferred here ; and it 
will be curious, in an educational point of view, to compare the 
results of similar measures, as applied in the two schools. The 
details of discipline, and arrangement maybe left to the Inspector 
and Principal, with the aid of the Board of Masters, and subject to 
the approval of the Committee ; the minor points will grow up by 
usage in the school. 

EXERCISE, ETC. 

A play-ground is hardly less essential in a school for girls, than 
in one for boys, though the modes of e.xercise are different. The 
ground should be provided with a circular swing, with parallel bars, 
and perhaps other simple and safe modes of exercise. A part of the 
ground should be covered. 

BUILDING. 

The most convenient building for a school of this kind, is, one in 
which each Professor has a room, arranged so as to suit his branch 
of/ study, and with easy communications between the separate 
>t)oms, and with the play-ground and street. The rooms should be 
/ well ventilated by means of flues, not depending for ventilation upon 
the opening of windows ; and well warmed by heated air. One of the 
rooms in the building should be large enough to admit of assembling 
all the pupils. Study-rooms, where two or more classes may be 
collected, are advantageous, but not indispensably necessary. 



11 

SEMINARY FOR FEMALE TEACHERS. 

The training of the High School will gradually prepare those 
pupils who intend to become teachers, for self-ediicalion, and the 
control of themselves. In this school, ihey should learn to govern 
others, be advanced in their studies, or review those previously 
engaged in, to confirm their knowledge, or should acquire the prin- 
ciples, and commence the practice of the profession to which they 
intend to devote themselves. 

The pupils should not enter into the Seminary until they have 
attained sixteen years of age, and should remain two years in it. 
The admission should, in general, be confined to pupils, who have 
passed the examinations of the highest class of the High School ; 
but special cases of candidates, willing to undergo the examinations 
of the highest class, might be left to the decision of the Committee 
on the School. Before being admitted, every pupil should engage 
herself to serve for two years in one of the common schools of Penn- 
sylvania, if appointed within a year after leaving the school: and if 
appointed in the First School District, at the minimum of compensa- 
tion for a city teacher. It would be highly desirable, that in return 
for this, the Commonwealth might be induced, so far to patronize 
the school, as to afford some support to ihose of its pupils who may 
require aid while engaged in their studies. 

While it is reasonable to suppose that the pupils of the school 
would appear more advantageously, than persons not so educated, 
before the School Directors, when examined for the situations of 
assistant teachers, it by no means follows, that teachers would be 
deprived of all access to the schools, except through the Seminary, 
as in the examination all would stand upon their own merits. The 
number of pupils, however, should at least be adequate to supply the 
ordinary average wants of the school district, and the probable falling 
off in the numbers of the classes as they advance. The least num- 
ber of pupils for this calculation would be forty. 

The course of instruction being divided into two years, the first 
should be devoted to a general review of the studies of the ele- 
mentary Schools, with reference to giving instruction in them ; to 
reviewing the branches of the Hiiih School course ; to acquiring the 
principles of education ; and to occasional practice in teaching in the 
presence, and under the criticism of a Professor. The second year 
should be devoted to the coippletion of the review of former stu- 



12 

dies, with perhaps some extension of them, and to lectures on the 
science and art of teaching, with practice in the different departments 
of the Model School, and in the lower classes of the High School, 
The Principal of the Seminary, who should also be principal of the 
High School, should especially devote himself to training the future 
teachers, who would have the aid of the Professors in their several 
departments, in pointing out the best methods of instruction. 
During a part of the last year, they might act to advantage, as 
under-assistants in thp Model School, and without pay. The outline 
of the first year's course, might be as follows : 

1. A general review of the English Grammar. Definitions. 
Composition. Reading. 

2. Elements of the Latin language, for comparison with the 
English. 

3. Geography reviewed. 

4. Course of Morals reviewed. 

5. Evidences of Natural and Revealed Religion. 

6. Arithmetic reviewed. 

7. Lessons on the objects of Nature and Art, reviewed ; and the 
Review of the Elements of Natural Philosophy commenced. 

8. Review of the Elements of Natural History commenced. 

9. Course of Drawing extended, and especially directed to the 
Mechanical Drawing, required in the schools for boys. 

10. Writing. 

IL Practice of Vocal Music. Theory of Music. 

12. Principles of Education. Application to the Primary Schools, 
and the branches taught in them. Practice with a class from the 
Primary Schools under the eye of the Professor. 

The second year's course might be as follows : 

1. Review of subjects begun in the first year, completed. 

2. Review of Etymological Exercises. 

3. Latin Language continued. 

4. Review of first lessons in Algebra and Geometry. 

5. Drawing and Writing continued. 

6. Instrumental Music. 

7. Lectures on the Science and Art of Teaching. Application to 



the Secondary Schools, and Subjects taught in them. Practice with 
classes from the secon lary department of the Model School. 

8, History of Education. 

9, Practice in ilu- Model School. 

This course would necessarily be varied to suit the peculiar 
views of the Principal and Professors of the Seminary; and as the 
object is individual development, considerable latitude should be 
allowed. 

No special rules need be laid down for discipline, since persons 
intending to become teachers, and having arrived at the age of pupils 
in the Seminary, should have good habits already formed, and 
require no repressive discipline. Should any discipline, other than 
admonition, be required by an individual, it would prove her unfit- 
ness for the career into which she had entered, and she should, 
of course, be advised to leave the Seminary. 

Tlie course of instruction should be divided among the Professors 
heretofore proposed for the departments of the High School for 
Girls, and the time of their assistants should be so applied, as to 
enable them fully to attend, in person, to the pupils of the Seminary. 
The department of the theory and practice of education, would 
mainly rest with the Principal. 

ORGANIZATION. 

According to the plan just sketched, the Seminary for Female 
Teachers and High School for Girls, the following officers would 
be required. 

A Principal, who should have charge of both Schools, and be 
Professor of ihe Theory and Practice of Education, in the Seminary. 
A Professor of English Language and Literature, with two female 
assistants. A Professor of Mathematics, with one assistant ; and a 
Professor of Natural Philosophy, or a Professor of Mathematics and 
Natural Philosophy, with two assistants. 

Occasional lessons, only, would be requisite from the following 
Professors. 

A Professor of Moral and Mental Science, who might also take 
care of the Rhetoric and Logic classes in the High School, or of the 
Latin in the Seminary: the branch not assigned to him being placed 
in the hands of the Professor of English Language and Literature. 



14 

A Professor of Natural History. A Professor of Drawing and 
Writing. A Professor of Vocal and Instrumental Music. 

One of the female assistants should give instruction in Female 
Work, and another in Housewifery, or perhaps it may be found 
advantageous to employ a special instructress for the two branches. 

The play-ground would be superintended by one of the female 
assistants, or by the pupils of the Seminary, in turn. 

In order to the execution and development of this plan, I would 
propose, at least for the present, to act as inspector of these schools, 
with authority, under the Committee, to see that the plan herein 
sketched is carried out, with advisary powers in reference to the 
officers of the school, and directions to report to the Committee on 
the subject of its progress. 

As the organization of a Seminary for Teachers, is a subject of a 
somewhat novel character in our country ; and the outline in this 
report has been necessarily brief, I beg leave to refer the Commit- 
tee, for an account of some of the principal schools for teachers, in 
Europe, to my Report to the Trustees of the Girard College for 
Orphans. These schools prepare male teachers as assistants in the 
schools of the same grade, in which we employ females ; and hence 
their organization may be profitably studied, in reference to the sub- 
ject now before the Committee. 

TEMPORARY ORGANIZATION. 

In conclusion, I have been requested to present a sketch of the 
manner in which the Seminary and High School may be organized 
in connexion with the present Model School, and in the same build- 
ing with it. These two important establishments might, at once, be 
commenced upon a moderate scale, if class-rooms were provided by 
raising the buildings containing the present class-rooms to three stories 
in height. Accommodation would be thus furnished for two classes 
of the High School, and one of the Seminary, The fourth, or lowest 
class, might consist of sixty pupils, to be selected from applicants 
from the public schools ; those passing the best examination upon the 
subjects heretofore slated, to have the places. As many candidates 
as were found reasonably well prepared upon the studies neces- 
sary for admission and the following addiiional branches might be 
admitted into the third (or second year's,) class, provided the num- 
ber did not exceed twenty. The additional l>ranches are:—- Etymo- 



15 

logical Exercises — History of the United States — Arithmetic, in- 
cluding Vulgar and Decimal Fractions, Interest, Practice, etc., an 
advanced state of progress in Writing and Composition. The age 
of the candidates should also be suited to this advanced progress. 
At the same time, the second teacher's class, (first year's class,) 
might be organized from applicants from the public schools, or who 
had passed two years in ihe public schools, were not less than 
sixteen years of age, and of satisfactory attainments in reading, 
writing, composition, English grammar, geography, arithmetic. 
Algebra, to include simple equations, the elements of geometry and 
natural philosophy. The examinations need not be pressed, rigidly, 
in all the branches, but the pupils should be required to pass three 
years in the Seminary, if it were found essential to their qualifica- 
tion. The first class admitted, ought not to exceed ten in number. 

The officers required to be appointed would be a Principal to be 
Professor of the Theory and Practice of Education, in the Semi- 
nary, and Superintendent of the Department of English Language 
and Literature, in the High School. One female Assistant in the 
English Department. A Professor of Mathematics, or of Mathe- 
matics and Natural Philosophy. 

Some arrangement should be made also for instruction at stated 
hours in Morals, Natural History, Drawing, and Writing ; Vocal 
Music, and Female Work. The Principal might, during the first 
year, give instruction in Morals, and the female Assistant, in 
Female Work. 

Out of this small beginning, the School might be made to grow to 
the extent proposed in this Report ; the accommodations being 
extended with the increase of the number of pupils ; and the expen- 
diture being limited to the proportion strictly required by the num- 
ber of pupils. 

Very respectfully, submitted by 

ALEX. D. BACHE, 

President of ihe Girard College for Orphans, and Acting Principal 
of the Central High School for Boys. 



16 



SEMINARIES 



FOR THE EDUCATION OF TEACHERS FOR THE 



PRIMARY SCHOOLS 



The influence of these establishments upon public instruction in 
those countries where they have been adopted, has been uniformly 
of the most beneficial character. Originating in Germany, they have 
been gradually improved there, and brought into their present con- 
dition, and have spread into Holland, France, Switzerland, and, 
more recently, into England, being modified only so far as to adapt 
them to the circumstances of society and education in these several 
countries. 

The most imperfect arrangement for providing teachers is that 
which requires an examination into merely the knowledge of the 
candidates in the branches required to be taught. This is specially 
imperfect in the case of elementary instruction, where the know- 
ledge required is small in amount, and where the art of teaching 
finds its most difficult exercise. The erroneous notion, that an 
individual can teach whatever he knows, is now generally aban- 
doned, and in those countries which still adhere to the old method 
of depending solely upon examinations for securing competent 
teachers, examination is made not only of the acquirements of a 
candidate, but of his ability to give instruction. I have called this the 
most imperfect method, because the mere employment of a teacher, 
without examination or personal knowledge of his powers, which 
still occurs in countries where education is neglected, does not 

* Extracted, with a few alterations, from my " Report on Education in Europe, 
to the Trustees of the Girard College for Orphans." [A. D. Bache.] 



17 

deserve to be mentioned in a discussion of the more enlightened 
national systems. 

The most obvious method of acquiring practice in the art of teach- 
ing, is by serving in the lower departments of a school, under ilie 
eye and direction of an experienced teacher. Accompanied by 
private study founded on previous knowledge, and by private 
lessons, this method may form excellent teachers of those who have 
particular aptitude for the profession. Considered in the general, 
however, it must be admitted to have a tendency to produce a 
routine system in teaching. The pupil-teacher imitates the methods 
of those with whom he is associated, and which are placed before 
him as models, without examining their principles, or discrimi- 
nating between their merits and defects. He places great stress upon 
peculiar modes of instruction in particular branches, and when they 
do not succeed, attributes the fault neither to the methods nor to 
himself, but to the pupil. The habits of observation and reflection, 
which enable him to profit by experience, are not developed by this 
method, and thus, though he may consider experience as a merit, it 
may produce none of its appropriate results in his case. Accord- 
ingly, wherever this mode of preparing teachers has been adopted 
as a system, as in Holland, or has been incidental to the method of 
examinations, as in Saxony, it has not stood the test of application 
in the schools where the modern improvements in teaching have 
been introduced, much less of a comparison with the method of in- 
struction in special seminaries. 

The most eflicacious means of securing qualified teachers are to 
be found in the seminaries where a number of young men intending 
to become teachers are collected, receive a common instruction in 
the subjects required for the grade of schools in which they pro- 
pose to teach, or revise and extend this knowledge previously 
acquired, have lessons in the science and art of teaching, and prac- 
tice the art under intelligent supervision. At first, these seminaries 
produced good scholars, who were, however, deficient as teachers. 
Then, to remedy this defect, lectures and lessons on the science and 
art of teaching were multiplied, forming good theoretical teachers, 
but who were still wanting in practice, which had to be acquired 
after entering their profession, and, therefore, at the expense of the 
first pupils placed under their charge. This difficulty is entirely 
obviated by schools attached to the seminaries, in which the t^ieo- 

3 



18 

retical lessons may be put in practice, and wlicre the future teachers 
may observe the methods of others, try their own skill in the art 
under inspection, and finally, take part in the regular instruction. 

The profession of the teacher is raised into respectability by the 
considerable acquirements exacted of him, and his salary is placed 
upon a footing appropriate to the outlay of time and means which 
has been made in reaching the profession. It is a mistake to sup- 
pose that the low salaries given in some countries, as in Prussia, for 
example, indicate that a low estimate is placed upon the station of 
the teacher : the very reverse is the fact in the particular country 
mentioned, and the salary will be found adapted to the scale of 
expenditure of the country, and to the general style and cost of 
living. 

When education is to be rapidly advanced, seminaries for teachers 
afibrd the means of securing this result. An eminent teacher is 
selected as director of the seminary, and by the aid of competent 
assistants, and while benefiting the community by the instruction 
given in the schools attached to the seminary, trains, yearly, from 
thirty to forty youths in the enlightened practice of his methods ; 
these in their turn become teachers of schools, which they are fit at 
once to conduct without the failures and mistakes usual with 
novices — for, though beginners in name, they have acquired, in the 
course of the two or three years spent at the seminary, an expe- 
rience equivalent to many years of unguidod effort. This result 
has been fully realized in the success of the attempts to spread the 
methods of Pestalozzi and others through Prussia. The plan has 
been adopted, and is yielding its appropriate fruits in Holland, 
Switzerland, France, and Saxony, while in Austria, where the 
method of preparing teachers by their attendance on the primary 
schools is still adhered to, the schools are stationary, and behind 
those of Northern and Middle Germany. 

These seminaries produce a strong esprit, de corps among teachers, 
which tends powerfully to interest them in their profession, to 
attach them to it, to elevate it in their eyes, and to stimulate them to 
improve, constantly, upon the attainments with which they may 
have commenced its exercise. By their aid, a standard of examina- 
tion in the theory and practice of instruction is furnished, which 
may be fairly exacted of candidates who have chosen a diflferent way 
to o'otain access to the profession. 



19 

Objections have been urged against seminaries for teachers, which 
apply rather to a defective organization than to the system itself. 
First, that the youths issuing from them being over-taught, are, in 
consequence, dissatisfied vi'ith their duties, and leave the profession 
to push themselves forward in a different career of life ; and, 
second, that theoretical, not practical teachers, are formed by them. 
The first objection points out the necessity for restricting the 
instruction to that which is essential to a complete fulfilment of the 
duties of the teachers educated in these schools. The seminary 
should not go further, and hence the connexion of such establish- 
ments with secondary or other higher schools is inadmissible. If 
the tendency of a seminary course is to render the teacher dissatis- 
fied with his occupation, experience shows that it is a fault in the 
particular course, the defect not being general to this class of institu- 
tions. That a pupil of talent may seek other and more congenial 
roads to station in life, is no reproach to the seminary where he 
was educated. The institution secures the services of this pupil to 
primary instruction by his pledge at entrance, for a number of years, 
in return for the education which he has received, and has so far 
benefited the community. If, by any means, it prevents the indi- 
vidual from rising to the position where his talents would place him, 
an act of positive injustice is committed. Not only the instruction, 
however, but the whole plan of living in the seminary should be 
adapted to the future destination of the pupil, and indulgences 
should not be allowed which would produce wants not subsequently 
to be gratified ; such is, in fact, the very system of all properly 
regulated institutions of this class. That mere theoretical teachers 
are formed in well conducted seminaries, is by no means the fact. 
Every care, on the contrary, is taken to avoid this : it is true, that 
general principles are inculcated, in order that routine in teaching 
may be avoided ; but these principles are constantly applied, and 
under circumstances where error is sure to be pointed out by the 
observation of class-mates and teachers, and where it can hardly 
escape correction. 

The question, whether the pupils of these schools should reside 
in common, in the buildings, or board apart from each other, and 
merely come together to receive instruction, appears to me not to 
admit of a general solution applicable to every case. The manners 
and habits of a country, and even the locality of the school, will ren- 



20 

der one or other method preferable in a particular case. Thus, I 
have no doubt that the arrangements of the seminaries at Weissen- 
fels and at Berlin in Prussia, at Haarlem in Holland, at Versailles, 
in France, and at Zurich, in Switzerland, though they differ from 
each other, are all adapted to the countries and particular localities 
where the institutions are established. It will be my object to make 
such a selection from among the best schools of this class which I 
visited, as will show some of their principal varieties. The general 
statistics in regard to them have been given in the introductory 
remarks upon the systems of primary instruction in the different 
countries, and need not, therefore, be presented here. 

PRIMARY NORMAL SCHOOLS OF PRUSSIA. 

Of the very interesting schools for the education of primary 
teachers in Prussia, I visited several, namely, those at jMcers, in 
the Rhenish j)rovinces, of Weissenfels and Erfurt in the province of 
Saxony, and of Potsdam and Berlin, in the province of Brandenburgh. 
These are all of the class called " principal normal schools." The 
"small normal schools" are exclusively for the education of country 
teachers, and present, on a diminished scale, and with incomplete 
means, the same general principles with the others. 

There is no general code of regulations for the normal schools, 
the practice being to select some teacher of known merit and tried 
skill for the head master or director of the institution, and to leave 
the organization to him, under the control of the provincial authori- 
ties. I have selected, as representing this class, an institution in 
which the pupils live in common, and another in which they board 
out of the school. It would be more agreeable to me to give the 
particulars collected in each of those which I visited, but this would 
be impossible within the limits of my Report. I can truly say of 
this class of institutions, that 1 never visited one without being inte- 
rested and instructed, and never made the acquaintance of the direc- 
tor of one of them without feeling that his place was worthily filled, 
and that it was wise to have such a man as much untrammelled by 
rules, regulations, and systems, as possible. 

While these institutions hold out advantages to young men in- 
tending to become teachers, other avenues to the profession are not 
<jlosed by them ; on the contrary, all who can stand the required 
examinations, may enter this career. Every year an examination 



21 

is held at every "principal seminary" for those who intend to 
leave it, and of other candidates for admission to the teachers' pro- 
fession. The examination takes place in presence of the teacher's, 
of one or more commissaries named by the provincial School-board, 
and of a school-councillor of the regency in which the seminary is 
situated. The authorities of the province and regency also hold, 
about the same time, an examination for those who have studied at 
the universities, frequently candidates in theology, who intend to 
become teachers in the primary schools. T e director of the semi- 
nary forms one of this Board.* The law requires that those who 
have appeared feeble at the trial, shall be examined three years sub- 
sequendy thereto. 

The examinations are of three kinds : in writing, viva voce, and 
by practical exercises in teaching. The written examination of can- 
didates from the seminary, and of others who have not passed 
through a gymnasium, consists in answering some ten or twenty 
questions in history, geography, natural philosophy, natural history, 
arithmetic, and from the Bible. Besides which, they set a bass 
to an air given for the purpose, and execute a drawing. The cha- 
racter of the handwriting appears from the exercises. The viva 
voce examination, embraces the German language, reading, mental 
arithmetic, geometry, the art of teaching, and the reading of music. 
The exercise in teaching consists in giving a catechetical lesson 
upon some subject assigned by the examiner. The student-candi- 
dates (Literaten, or Studirten,) and those examined for a second 
time, are questioned especially in regard to practical teaching. The 
candidates are divided, according to the results of the examination, 
into three classes, entirely satisfactory, satisfactory, and unsatis- 
factory. The subjects of examination are enumerated as follows : 
1. Christian doctrine and explanation of the Bible. 2. Knowledge 
of the Bible and Bible History. 3. German language. 4. Style. 
5. Reading. 6. Writing. 7. Mental and Written Arithmetic. 
8. Geometry. 9. Natural Philosophy and Natural History. 
10. Hygiene and Gardening. 11. History of the Earth and its 
Inhabitants. 12. Drawing. 13. Vocal Music. 14. Science of 

* Ministerial orilers of June, 132G, and March, IS'27, quoted by Dr. Haniisch 
in his account of the seminarj' at Weissenfels, (Das Weissenfelser Schullehrer 
seminar und seine hulfsanstalten, 1838,) to which 1 am indebted for the account 
of the examinations. 



Teaching. 15. Readiness in Teaching. Besides which are, in 
addition. 1. Skill in playing on the Organ. 2. Propriety in lead- 
ing Church Music. Of the above named subjects, number 15 is 
considered the principal ; the first seven constitute the more im- 
portant, and the last seven the less important. When a candidate 
has been marked " entirely satisfactory" in all the branches, he 
receives a general mark of the same kind ; when only in fifteen, and 
the first seven branches, the general mark satisfactory. A failure in 
one of the more important branches, would require a general remark 
of unsatisfactory.* The results nl these i x i-n nations afford a 
direct means of comparison between the young teachers educated in 
the seminaries and others, and serve to stimulate both classes, and 
especially to point out defects where they exist in the schools for 
teachers. 

SEMINARY FOR TEACHERS AT WEISSENFELS.t 

This seminary, for the education of teachers for the elementary 
schools, is one of four belonging to the province of Saxony, | and 
was last organized in 1822. It combines within its premises, or in 
the neighbourhood, so as to be subject to the control of the same di- 
rector, the following establishments: 1. The normal school, or 
seminary for teachers, a government institution. 2. A preparatory 
school subsidiary to the former, and establisiied by the enterprise of 
its teachers. 3. A seminary school, or burgher school, of four hun- 
dred pupils, already described. 4. An elementary school for poor 
children, of two hundred pupils. 5. A school for the deaf and 
dumb, of twenty-five pupils, established in 1828, and supported by 
the government. The last three mentioned schools afford practice 
to the students of the seminary. 

The government of these establishments is confided to a director,§ 
who is responsible immediately to the provincial school-board in 

* Order of the Provincial School Board, November, 1834, quoted by Dr. Har- 
nisch in his account of the seminary at Weissenfels. 

t The seminaries to be described are for training male teachers for schools 
simihar to those in which we use female teachers. The principles upon which 
such schools should he established are applicable to both sexes, [a. d. b.J 

t At Magdeburg, Halberstadt, Erfurt, and Weissenfels. 

§ The Rev. Dr. Harnisch, to whom 1 am indebted for a kind welcome to his 
institution, and a MS. account of its difierent schools. 



2S 

Magdeburg. He has the personal charge of the seminary in which 
he gives instruction, and of which he superintends the domestic 
economy, discipline, and police. He is assisted, in the seminary, 
by three teachers, who meet him once a week in conference, to dis- 
cuss the progress and conduct of the pupils, the plans of instruction, 
and other matters relating to the school. There are also seven as- 
sistant teachers, five for the seminary school, and two for the deaf 
and dumb institution, who also assist in the seminary itself. Once 
a month there is a general meeting of the teachers of all the schools 
just enumerated. 

Applicants for admission are required to produce certificates of 
baptism, of moral conduct, and of health,* besides an engagement on 
the part of their parents or guardians, to pay an annual sum of fifty 
thalers (thirty-seven dollars,) for maintenance. These papers must 
be forwarded to the director a fortnight before the day of examina- 
tion. The candidates are examined at a stated time of the year, 
(after Easter,) in presence of all the teachers of the school, and their 
attainments must prove satisfactory in Bible and church history, the 
Lutheran Catechism, reading, writing, German grammar, especially 
the orthography of the language, the ground-rules of arithmetic, 
(mental and written,) geography and history, and natural history and 
philosophy, of the grade of the highest class of a burgher school. 
They must also be able to play, at sight, easy pieces of music upon 
the violin. The usual age of admission is eighteen, and the lowest 
at which they are admissible, seventeen. On entrance they are en- 
titled to free lodging and instruction, and if their conduct and pro- 
gress are satisfactory, in general, receive a yearly allowance of 
twenty-five dollars, which is equivalent, nearly, to the cost of their 
maintenance. Their clothing and school-books are provided by the 
pupils. The modes of preparation judged most appropriate by the 
authorities of the seminary are, the attendance on a burgher school, 
with private lessons from a competent teacher, or entrance into the 
preparatory establishment at Weissenfels. A gymnasium is con- 
sidered by no means a proper place for the preparation of pupils, 
its courses, discipline, and mode of life having a difTerent tendency 
from that required by the future teacher of a common school. 

* The directions issued b3' the provincial authorities are, that they shall have a 
strong chest and sound lungs, not be too near-sighted, nor deaf, nor infirm. 
The physician's certificate must state whether they have had the measles, &c. 



24 

The admission of new pupils takes place with some ceremony, in 
presence of the teachers and pupils. The director gives a charge, 
in which he makes them acquainted with the rules of the school, 
chiefly those relating to moral conduct, to obedience to the anthori" 
ties, punctuality, regular attendance at study, school, church, and, in 
general, on the appointed exercises, due exertion, neatness in their 
habits, and exactness in the payment of dues to the tradesmen with 
whom they may deal. They bind themselves to serve for three 
years after leaving the school, in whatever situation may be assigned 
them by the regency of Merseburg, or to pay the cost of their edu- 
cation and maintenance. During their stay at the seminary, they 
are exempted from military service, except for six weeks; in fact, 
this service usually takes place at leaving the school, and before 
entering upon their new career. The number of pupils, on the 
average, is sixty. 

The courses of instruction are, morals and religion, German, 
arithmetic and geometry, cosmology, pedagogy, terraculture, hygiene, 
theory and practice of music, drawing and writing. Cosmology is 
a comprehensive term for geography, an outline of history and biog- 
raphy, the elements of natural history and natural philosophy, all 
that relates to the world (earth) and its inhabitants. Pedagogy in- 
cludes both the science and art of teaching. The courses just enu- 
merated are divided among the masters, according to the supposed 
ability of each in the particular branches, the whole instruction being 
given by the four teachers. The director, as is customary in these 
schools, takes the religious instruction, and the science and art of 
teaching, as his especial province, and adds lectures on the theory 
of farming and gardening, (terraculture) and of health. 

The duration of the course of studies has been reduced from three 
years to two, on account, as is alleged, of the necessity for a more 
abundant supply of teachers. There are, probably, other reasons, 
such as the expense, and the fear of over-educating the pupils for 
their station, which have been influential in bringing about this re- 
duction. There are two classes corresponding to the two years of 
study. The first year is devoted entirely to receiving instruction, 
and in the second, practice in teaching is combined with it. In the 
preparatory school there is likewise a course of two years, and the 
pupils are divided into two classes. This establishment is in a 



25 

building near the seminary, which can accommodate forty pupils, 
and is under the special charge of one of the teachers.* 

The outline of the studies in the two schools is as follows: 

Religious L.s'.ruction. 

PREPARATORY SCHOOI,. 

II Class. Bible Stories, which the pupils must be able to narrate with pro- 
priety. Christian Doctrine. Portions of Scripture committed to memory. Four 
hours weekly. 

I Class Reading the Bible, especially the historical parts. Krummacher's 
Bible Catechism. Christian Doctrine. Parables of the New Testament. Seven 
hours. 

In the lectures on Christian Doctrine, which the two classes of 
the normal school attend together, the director gives a portion of 
Scripture to be committed to memory, explains and illustrates it, 
and interrogates the pupils, who take notes of the lecture, which 
they subsequently write out. 

NORMAL SCHOOL. 

II Class. Reading the Bible, particularly the historical purts ; writing Cate- 
chetical exercises, adapted to children. Two hours. 

I Class. Continuation of the second class course. Two hours. 

I and II Class. Christian Doctrine, from Luther's Catechism. Three hours. 
History of the different dispensations. Two hours. A course of two years. 

The course of Church History is taught, also, by the mixed 
method of lecture and interrogation, to both classes united. 

German Language. 

PREPARATORY SCHOOL. 

II Class. Exercises of Speech, in reading and delivery. Descriptions and Es- 
says on subjects drawn from common life. Grammar. Writing as an exercise 
in Calligraphy and Orthography. Nine hours. 

I Class. Reading, with explanations. Composition. Grammar revised, 
Writing, as in the second class. Nine hours. 

* The payments made by the pupils are, per annum; for instruction, nine dol- 
lars; for dinner, bread not included, thirteen dollars''^ and lifty cents r lodging, 
three dollars , waiting and nursing' m tiino of -lickiif--: on^. Joil;ir uuJ seventy 
♦ive cents ; ii:-« of librarv^ titty cent;. 
4 



26 

NORMAL SCHOOL. 

II Class. Reading, with explanations. Writing, as an exercise of Calligraphy 
and Orthography. Exercises of style. A composition once every month. Essays 
from History, Geography, or Natural History. Grammar revised. Eight hoars 

I Class. Poetry, with readings. Calligraphy. Exercises of style. Grammar 
revised. National hterature. Seven hours. 

The first and second classes are united for a portion of instruction in this de- 
partment, intended to rid them of provincialisms of speech, and to improve their 
handwriting. Three hours. 

^JatiiemcUlcs. 

PREPARATORY SCHOOL. 

II Class. Arithmetic, including the Rule of Three. Three hours. 

I Class. Arithmetic, revised and extended. Use of the compass and ruler. Four 
hours. 

NORMAL SCHOOL. 

II Class. Geometry, commenced. Four hours. 

I Class. Revision of previous studies. Geometry, continued. Two hours. 

The method of teaching Mathematics is that of Pestalozzi ; and 
director Harnisch has himself prepared a work on Geometry for his 
pupils. The applications are made to follow the principles closely. 
As in the other courses, the greater part of the learning is done in 
the school-room, the books being used rather for reference than for 
preparation. In the lessons which 1 attended in this department, 
much skill was displayed by the instructors, and a very considerable 
degree of intelligence by the pupils. Considering it as the means 
of developing the reasoning powers, this method is very far superior 
to that in which the propositions are learned from books. To ex- 
emplify the method of Dr. Harnisch, I may state the following case 
of a recitation in geometry by the second class. The equality of 
two triangles, when the two sides and the angle contained between 
them in one are equal respectively to the two sides and the con- 
tained angle in the other, had been shown by the teacher, and the 
demonstration repeated by the pupils, who were interrogated closely 
upon it. An application of the theorem was at once required, to 
determine the distance between two points, one of which is inac- 
cessible. Two of the class found the solution immediately, and all 
were able to take part in the subsequent discussion of the problem. 



21 

Cosmology, (Weltkunde.) 

PREPARATORY SCHOOL. 

II Class. Elements of Botany and Zoologj'. Excursions for practical instruc- 
tion in the former. Four hours. 

I Class. Geography and the drawing of maps. Elements of Physics and 
Technology. Biography. Three hours. 

NORMAL SCHOOL. 

II Class. Revision of the above studies. Three hours. 

I and II Classes united. General views of the earth and its productions and 
inhabitants. One hour weekly for one year. Gardening and Hygiene, (Gesuntl- 
heitskunde.) Two hours weekly for two years. 

The lectures in the normal school on these subjects are by the di- 
rector. The means of illustration in physics are small, and the 
whole course is chiefly intended to show the future teachers how 
wide a range of knowledge may be opened to them by study. The 
natural history is illustrated for the most part by drawings To ren- 
der the seminarists more useful in their situation of country school- 
masters, which a large proportion of the pupils become, they have 
lectures on the principles of agriculture and gardening,, and also 
practical lessons from the gardener, who has charge of the grounds. 
The pupils work, during the appropriate season, every day in turn, 
under the direction of the gardener. Good manuals, conveying cor- 
rect, but elementary instruction on these matters, are much wanted. 
They should, perhaps, be prepared by a teacher, but by no means 
allowed to go into use without revision by persons specially ac- 
quainted with the different branches of science thus grouped to- 
gether. This revision would insure the accuracy which, though 
difficult to attain, is so necessary ; the more so in conveying such 
elements, as there is no collateral knowledge to correct or modify 
error as to fact or theory. 

Science and Art of Teaching. 

PREPARATORY SCHOOL. 

The first class receive simple directions for keeping school, and lessons on 
teaching. They attend in turn the classes of the seminary schools two hours 
weekly, but take no part in teaching. 



28 



NORMAL SCHOOL. 



II Class. Lessons on teachinir, thre? hours. Visits to the schools, threef hours- 
I Class. Lessons on the art of teaching, three hours. Visits to the schoolsj 

five hours. Lessons on the instruction of the deaf and dumb, by the director of 

that department, one hour. 

I and II Classes united. Science of teaching, two hours. 

The director delivers the course on the science of teaching, 
which, in these schools, is considered of the highest importance, 
and also gives a portion of the lessons in the art of teaching to the 
first class. 

The theoretical instruction in the science and art of teaching em- 
braces two courses, each of a year, the first being devoted chiefly to 
education in general, the second, to instruction and the arrangements 
of the school.* The director remarks of this course, that the pupils 
learn by it to say a good deal upon these subjects, and sometimes 
believe that they can easily execute what they can so readily de- 
scribe, an opinion of which practice can alone show the error, and 
which it is essential should be removed. The general theory of 
education is Ibunded upon the constitution of man, and under the 
head of instruction, the methods of teaching the various branches 
are described. The practice which must render this theory of real 
use, is had in part in the schools. The pupils attend the free school, 
the burgher school, and the deaf and dumb school, at stated times. 
They go at first as listeners, next take part in the instruction, under 
direction of the assistant teachers, and lastly instruct the classes. In 
order that they may have models of teaching, not only in the as- 
sistants, but in the teachers of the seminaries themselves, the latter 
give lessons occasionally in the difl'erent schools ; thus the director 
teaches one hour per week in the seminary school, the second 
teacher two hours, and the third and fourth teachers four hours. 
The lower class attend the several classes of the burgher school, 

* Harnisch's Manual of Common School Matters, (Handbuch des Volks-schul- 
wesens) is used as a text-book. 

A more common division of the course is into pedagogics, or the principles of 
education and instruction. Methodics, or the art of teaching, the system and 
methods of education, to which a third division is sometimes added, called didac- 
tics, which relates to the subjects of education, (Schwarz Erziehung und Unter- 
richts lehre.) 



2^ 

except the highest girls' class, remaining, in general, one fifth of 
the time in each class, except the lowest, where they remain double 
this time, and visiting each class twice at intervals. The upper 
class attend also the girls' class, the deaf and dumb school, and the 
free school, remaining one-eighth of their time in each of the classes. 
Each member of the lower class keeps a journal of his visits to the 
schools, which is inspected by the second teacher. Each of the 
first class draws up a report of his occupation and observations in 
the schools, which is reviewed by the assistant teacher of the class to 
which it refers, and is then examined by ihe second teacher, and by 
the director. The several assistant teachers make reports upon the 
qualifications of the seminarists, who have given instruction in their 
classes. By these arrangements, a pupil who has the mental 
qualities essential to a teacher, cannot fail to become well versed in 
the practice of his profession. Habits of observation are inculcated, 
which must be of great service to him in his practice, enabling him 
to adapt himself to the circumstances in which he is placed, and to 
profit by the experience of every day. 

To exemplify the principles and methods, a small number of the 
children from the seminary school are brought into die class-room 
of the seminary, and are examined upon a given subject by some 
of the pupils. The class present and the director make their notes 
on these examinations, and the exercise terminates by an examina- 
tion of the children by the director himself, as an exemplification of 
his views, and tliat they may not receive injury from being left in a 
half or ill-informed state on the subjects of the lesson. The children 
having retired, the different members of the class make their criti- 
cisms, which are accepted or shown to be erroneous by the director, 
a conference or discussion being kept up until the subject is 
exhausted. The character of each exercise is marked by the direc- 
tor, who is thus enabled to judge of the progress made by every 
member of the class, and to encourage or admonish privately, 
according to circumstances. 

The lectures given by the head master of the school for the deaf 
and dumb are also accompanied by practice, a certain number of 
pupils being detained every day for that purpose. The basis of the 
method is the idea that it is possible to restore the deaf mute to 
society, by enabling him to understand spoken language from the 
motion of the lips, and to speak intelligibly by mechanical rules. 



30 

It is hoped by training every school-master in this method, that 
the mute may, ultimately, be instructed in schools with other chil- 
dren, and thus not be required to sunder ties of kindred during a 
long absence from home. The pupils of the deaf and dumb insti- 
tution do not live in the establishment, but board with trades- 
men of the town of VVeissenfels ; the object is to induce the practice 
of the lessons out of school, the pupils being enjoined to avoid the 
use of signs. The first lesson is one in articulation. The principle 
of this instruction is now dominant in Germany, but up to this time 
the system has not been fairly tried by its results. The indomita- 
ble perseverance of the masters of the principal schools which I 
visited, struck me with admiration, but I was not convinced that 
what they aimed at was practicable, at least to the extent which 
their principle asserts. The attempt deserves, however, the best 
encouragement. 

Drawing. 

PREPARATORY SCHOOL. 

The two classes united for geometrical and perspective drawing. 

NORMAL SCHOOL. 

The same course continued. 

3Iusic. 

PREPARATORY SCHOOL. 

The two classes united for instruction in the elements of music. Choral sing- 
incf. Instruction is given on the piano and organ to the pupils, divided into four 
sections. They are also taught the violin. 

NORMAL SCHOOL. 

Theinstruction, as just stated, is continued. Theory of music. Composition. 

The violin is taught as the means of leading the exercises in sing- 
ing in the elementary schools. The piano serves as an introduction 
to the organ, a knowledge of which is important to the Prussian 
school-master, as enabling him to act as organist in the church of 
the parish where his school may be situated. So high a value is 
placed upon an elementary knowledge of vocal music, that an ability 
to give instruction in it, is indispensable to admission into the class 
of teachers. It is not, therefore, surprising that the pupils of the 
seminaries in general are proficients in music. 1 confess, however, 
that I was not prepared for the advance in the theory and practice to 



31 

which many of the first class in this school had attained. In regard 
to the former, I was present at one of the exercises in composition, 
in which the teacher* read, and the pupils transcribed three stanzas 
of poetry. This done, they were required to compose an air 
adapted to the words. In less than ten minutes, a fifth of the class 
were ready. The teacher took his station at a black-board, on 
which the ledger lines were drawn, and one of the pupils whom he 
designated, began to sing the words to the air which he had com- 
posed, the teacher writing the music meanwhile. This air was pro- 
nounced not to be original. A second was tried, which the teacher 
thought an imitation. A third and a fourth he accepted, and wrote 
upon the board. They were criticised by both the class and teacher, 
set to parts by the former, and sung. The two classes were in the 
next hour united for choral singing, in which many are proficient, 
the teacher leading at the organ. 

The course of drawing is limited in extent, the object being 
chiefly to give opportunities to those pupils who have a taste for 
drawing to cultivate it. In fact, as it tends to divert attention from 
more important matters, which the short time spent at the seminary 
requires entire devotion to, it is not much encouraged. 

The four teachers attached to the normal school have charge of 
specific departments of labour, as well as of particular implements 
of instruction. The director has the general superintendence of the 
instruction, discipline, household arrangements, and finance, and is 
librarian of their small collection. The second teacher has charge of 
one of the schools, of the musical exercises, books, and instru- 
ments ; a third, of the students when assembled, especially in the 
school-house, and of the drawings, copy-slips for writing, and maps. 
The fourth superintends the pupils while in the dwelling-house, and 
also at meals. These teachers are aided in their duties by younger 
ones attached to the seminary, under the title of assistant teachers, 
The dining-hall, or the recitation-rooms, serve as places of study, 
according as the pupils are in the school-house or in the dwelling, 
the two buildings being separated by a portion of the grounds. The 
chapel, which is a neat room coimected with the school-house, serves 
for the music-room, as well as for the religious exercises. 

♦ Mr. Henschel. 



The order of the day in the normal school will serve to showhou' 
constantly these young men are employed in preparing for the duties 
of their arduous profession, and yet they appeared to me always 
cheerful in the performance of their self-imposed task. In winter, 
the pupils rise at five, and, after washing and dressing, have a brief 
religious exercise, and study until breakfast, which is at seven 
o'clock. Until eight, there is recreation. From eight until twelve, 
they are in school, engaged in recitation, listening to lectures, or 
teaching. From twelve until one, they have dinner and recreation. 
From one until five, they are again in school. From five until seven 
or half past seven, in summer, there is recreation, or excursions are 
made with a teacher, and then there is study until nine. In winter 
there is recreation until six, from six to eight study, and from eight to 
nine musical exercises, one-third playing on the violin, another on the 
organ or piano, and another singing. At half past nine in winter, 
and ten in summer, the pupils retire. There are prayers morning 
and evening. On Wednesday and Saturday they have half of the 
day for recreation, and in summer make excursions to collect plants 
or minerals. A place for gymnastic exercises is provided, and used 
during the hours of recreation. 

The moral education of these young men is closely attended to. 
They not only receive direct religious instruction, but the best exam- 
ples are constantly before them. The chief reward for proficiency 
or good conduct is the approbation of the teachers, the principal 
punishment, short of dismission, their disapprobation. The director 
has, also, the influence resulting from his power to give pecuniary 
assistance to the meritorious, while in the school, and to secure 
them good places at leaving it. The greatest harmony reigns 
throughout the establishment. On the evenings of Saturday, there 
are frequently parties in turn among the teachers, to which the 
pupils are invited, and where there is usually music. Those who 
have acquaintances in the town, are encouraged to visit their fami- 
lies, but the places of visiting must be known to the director. 

Physical education is most essential where young men, at the 
time of life of these seminarists, are sedulously engaged in intel- 
lectual pursuits, and necessarily so much confined to the house. 
They, therefore, have gymnastic exercises or work in the fields or 
f?;:ir(l(ii, or wnll; duriii!>- iho'^f periods of ihf d:iy :ui(l ()arts of llit^ 



33 

week allowed for recreation. Care is taken that, unless indisposed, 
they do not remain in the house at those times, when tlie weather 
permits them to be in the open air. There is an infirmary for the 
sick, in which one of the pupils in turn acts as nurse, and a physi- 
cian is called in when necessary. 

The school year is divided into three terms : — the first, from the 
beginning of June until August ; the second, from September to 
Christmas ; and the third, from January to May. The holidays 
are four weeks in August, two at Christmas, and one at Easter. 
During the first two named, the pupils go home to their friends. 
Christmas is celebrated in the school, and at the close of the first 
and second terms there are private examinations, the results of 
which are communicated to the students. At the close of the third 
term, the examination for passing from the second to the first class 
is held, and none are promoted from one class to another, unless 
fully proficient in the courses of the past year. At the end of the 
second year, they are examined upon the whole range of study, and 
in composition and orthography. Those who pass satisfactorily, 
receive a diploma, and find no difficuly in obtaining employment as 
teachers. Some of the most promising are frequently retained in 
the schools of the institution as assistant teachers, under the appoint- 
ment of the director. The additional experience thus gained is of 
importance in a professional, and ultimately in a pecuniary point 
of view. 

Every pupil, on leaving the school with a diploma, makes a draw- 
ing, or copies a piece of music or of writing, which he leaves as a 
memento. 

The pupils of all the normal schools are bound by law to serve in 
such situations as may be assigned to them for three years, or to 
pay certain sums in lieu of this service. 

The domestic economy is superintended by the director, who has 
a house-keeper under his orders. Dinner is provided at a common 
table, but each person furnishes himself with breakfast and supper. 
The diet is of the plainest kind, but there is meat for dinner every 
day in the week except two.* Tke police of the establishment is 



* The dinner costs seven dollars and fifty cents per annum, or about two cents 
and a-half per day. If a pupil receives no stipend from the institution, he is 
charged but half this sum. 

5 



34 

attended to by the pupils themselves. The members of the second 
class, in turn, have charge of the police of the school-rooms, dormi- 
tories, of the lamps, of ringing the bell, &;c., or these duties are 
executed by those who have fallen under censure. The first class 
superintend the fires and out of door work, have charge of the cellar, 
store-room, lavatory, &c. There are three dormitories, under the 
general superintendence of one of the teachers, aided by pupils 
selected for the purpose. The bed and bedding are furnished by 
the pupils at entrance. The lodging of these youths is, like their 
fare and clothing, of the plainest sort ; a plainness which puts in 
strong relief the richness of the moral and intellectual culture 
afforded by the institution.* 

SEMINARY FOR TEACHERS OF THE CITY SCHOOLS AT 
BERLIN. 

This is one of the more recently erected seminaries, and its 
objects are declared to be — first, to educate teachers for the city 
schools ; second, to enable teachers to advance in their vocation, by 
providing them with lectures, and with a library ; and third, to ena- 
ble candidates for the ministry to become somewhat acquainted 
with the art of teaching, as they are required, subsequently, to act 
as inspectors of the schools. The first of these is the main object 
of the institution. The teachers to be furnished are, in general, of 
the grade required for the burgher schools. This, with its location 
in the city, renders the general plan of this school different from 
that already described. The care taken in the selection of the 
directors of the normal schools prevents the necessity for minute 
regulations, and does what no regulation can, namely, infuses the 
proper spirit ; hence, there will always be found differences in the 
minute details of these institutions, which may not, however, be 
essential. 

The director of this seminaryf is also the head of the school of 
practice attached to it, and already described. There are, besides 

* The yearly cost of this institution is but about twenty-eight hundred and 
forty dollars. The director receives a salary of six hundred dollars, which ena- 
bles him to live very comfortably, and to maintain his proper station, on a par 
with the burgher authorities, the clersrvman. district vi6<rp otr 

t Dr. Diesterweg. 



35 

him, eight teachers for both the school and seminary. The pupils 
of the latter are about fifty in number. 

The pupils generally live out of the seminary, there being accom- 
modations for but sixteen or eighteen witliin the buildings. It is an 
important question, whether the method of boarding the pupils in or 
out of the house shall be adopted in these institutions, and I believe 
that it has been rightly solved, both at Weissenfels and here, adopt- 
ing in the former school the method of collecting the pupils, and in 
the latter, of allowing them to dwell apart. 

The conditions for admission are nearly those, as to certificates, 
age, and qualification, of the Weissenfels school, taking as the 
standard of qualification the attainments of pupils from the prepara- 
tory department. Thus, eighteen years is the general age of admis- 
sion, and the applicants must present to the School Board of the 
province certificates of baptism, of having attended tiie first commu- 
nion, of having attended school, of moral conduct, of good health, 
and that their parents or guardians will support them while at the 
seminary. The candidates are expected to be prepared for examina- 
tion on the principal parts of the Bible and the chief truths of Chris- 
tianity, and to be acquainted with some of the principal church 
songs ; to express themselves correctly in words and in writing, 
and to have a good knowledge of the etymology of the German lan- 
guage ; to understand the ground rules of arithmetic, proportions, 
and fractions, and the elements of form in geometry, to possess a 
competent knowledge of geography and history, to know the use 
of mathematical instruments, and to have an elementary knowledge 
of music. The school does not professedly maintain any pupil 
while receiving instruction, but assists some of those of the second 
year who are meritorious, and makes a further advance to those of 
the third year who have shown themselves worthy of their calling.* 
The courses are of three years' duration, of which the first is 
entirely occupied with revising and extending the attainments of the 
pupil; the second is, in part, devoted to teaching, but under the 
inspection of the director, and the third is mainly filled up with 
teaching in the school attached to the seminary or others of the city. 

* This may amount to sixty dollars yearly. The boarJers at the school pay 
but thee dollars and thirty-seven cent? per quarter for their lodging. An entrance 
fee of twelve dollars is paid, which exempts the pupil from further charges for in- 
struction. 



36 

This arrangement is intended, first, to secure a due amount of seho- 
larship on the part of the pupils, and next, to make practical 
teachers of them. The first essays in their art are made underdose 
supervision, and subsequently, the independent teaching affords 
them opportunities for comparing the theoretical principles, which 
are inculcated in the lectures at the seminary with their daily 
observation, and the communication of their remarks in meetings 
with the director gives them the advantage of his experience in 
guiding their observation. 

The scope of the instruction here does not differ essentially from 
that at Weissenfels, the subjects being reproduced in a different 
form. The following table gives the names of the branches, with 
the time occupied in each of the classes, the third class being the 
lowest. The course of each class is a year in duration. 

The hours of duty are from seven in the morning until noon, 
and from two in the afternoon until four for the second and third 
classes, with few exceptions. The first class receive their instruc- 
tion from half past five until half past seven in the evening, except 
on Wednesday and Saturday. Wednesday is a half-holiday for 
the lower classes, as well as Saturday. 

The religious instruction is given by a clergyman. The physi- 
cal education is left much to the discretion of the young men, at 
least in case of those who live out of the seminary. The school 
is deficient, as the one already described, in the means of illus- 
trating the courses of natural philosophy and natural history, but 
the pupils may have access to the natural history collections of the 
university. 



37 



TABLE 

Of the Distribution of Time among the different Employments at the 
Berlin Seminary. 



SUBJECTS OF STUDY, ETC. 



HOURS 

PER WEEK 



o 



Pedagogy, 
Practice, 

Religious Instruction, 
Theory of Music. ■ 
Vocal Music, 
German Language, 
Reading, - 
Arithmetic, 
Geometry, 
Geography, 
History, - 
Zoology, - 
Mineralogy, 
Physics, - 
Drawing. 
"Writing, - 
Playing the Violin, 



38 

The method of instruction, as in the other school, is mainly hy 
lecture, with interrogations. The inductive system is followed in 
the mathematical branches. The works of the director on these 
subjects enjoy a high reputation, and are in use in many of the schools. 
The exercise called "practice," in the duty of the first class, is that 
which I have already described, where the pupil gives instruction 
under the eye of his class-mates and of the director, and this instruc- 
tion is made the matter of subsequent criticism. Here the semina- 
rists themselves act as pupils, receiving supposed lessons from one 
of their class, while at Weissenfels, pupils from the seminary class 
are called in. This latter plan appears, to me, to have great advan- 
tages over the one adopted here, which, however, is used, I believe, 
only in the case of the first class, who receive lessons, at times, 
when the schools are not in session.* 



* For an account of tlie schools connected with this seminary, and description 
of other seminaries for teachers, see my Report on Education, etc. [A. D. Bache. 



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